Music Teacher as a Pianist: An Investigation of In-class Assessments among Pre-service Primary and Secondary School Teachers in Hong Kong Piano proficiency is a standard requirement for music education majors worldwide, underpinning essential pedagogical skills such as harmonization, transposition, improvisation, sight-reading, and accompaniment. Despite its significance, the role and impact of piano learning within music teacher training programs in Hong Kong have received limited research attention. This study investigates the engagement of pre-service primary and secondary school music teachers with piano learning at The Education University of Hong Kong, the only local provider of Qualified Teacher Status (QTS) programs with compulsory instrumental training. Specifically, the study examines students’ in-class performances, aiming to inform improvements in instrumental training for pre-service music teachers. To address the gap in empirical data, we analyzed assessment reports (n=3,371) from pre-service teachers over a ten-year period (2013-2022). Four types of instrumental scheme reports - interim and final assessments for both first and second instruments - were examined, each evaluating attendance, punctuality, initiative, learning pace, and preparation on a five-point Likert scale. In this study, these five indicators serve as proxies for in-class performance, operationalized as observable behaviors and engagement in the learning process, rather than as comprehensive measures of motivation or affect. Using ANOVA and repeated measures ANOVA, we explored whether time and instrument choice (piano vs. non-piano) influence these indicators. The findings indicate that pre-service teachers who studied piano, as either their first or second instrument, consistently scored lower across the five engagement indicators compared to their peers studying other instruments. While most students maintained steady engagement levels over time, some indicators showed a decline. This study highlights the need for a nuanced understanding of student engagement in compulsory piano learning within music teacher education. The observed lower scores among piano learners, based on specific in-class behaviors, suggest potential challenges in motivation or perceived relevance that merit further investigation. Future research should explore additional qualitative factors influencing student participation and success in university-level instrumental training. Keywords: music teacher training, piano learning, university assessment